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  1. Structural constraints in the perception of English stop-sonorant clusters.E. Moreton - 2002 - Cognition 84 (1):55-71.
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  • Functional parallelism in spoken word-recognition.William D. Marslen-Wilson - 1987 - Cognition 25 (1-2):71-102.
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  • Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.Rebecca L. Gomez & LouAnn Gerken - 1999 - Cognition 70 (2):109-135.
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  • The Sound Pattern of English.N. CHOMSKY - unknown
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  • Infants learn phonotactic regularities from brief auditory experience.Kyle E. Chambers, Kristine H. Onishi & Cynthia Fisher - 2003 - Cognition 87 (2):B69-B77.
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  • Production constraints on learning novel onset phonotactics.Melissa A. Redford - 2008 - Cognition 107 (3):785-816.
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  • Learning phonotactic constraints from brief auditory experience.K. Onishi - 2002 - Cognition 83 (1):B13-B23.
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  • Event-related potentials and cognition: A critique of the context updating hypothesis and an alternative interpretation of P3.Rolf Verleger - 1988 - Behavioral and Brain Sciences 11 (3):343.
    P3 is the most prominent of the electrical potentials of the human electroencephalogram that are sensitive to psychological variables. According to the most influential current hypothesis about its psychological significance [E. Donchin's], the “context updating” hypothesis, P3 reflects the updating of working memory. This hypothesis cannot account for relevant portions of the available evidence and it entails some basic contradictions. A more general formulation of this hypothesis is that P3 reflects the updating of expectancies. This version implies that P3-evoking stimuli (...)
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